Key Stage 3 National Strategy Strengthening teaching and learning of particles in Key Stage 3...

Key Stage 3 National Strategy


Strengthening teaching and learning of particles

in Key Stage 3 science


Session 1

A systematic approach to teaching particle theory

Slide 1.0


Introduction

Session 1 A systematic approach to teaching particle theory

Session 2 Using the key scientific idea of particles to explain physical events: Year 7

Session 3 Teaching about different kinds and sizes of particles: Year 8

Session 4 Using particle theory to improve understanding of chemical reactions: Year 9

Slide 1.1


Objectives for the unit

• To explain how the yearly teaching objectives set out progression in developing an understanding of particle theory, and to relate this to a teaching methodology

• To introduce and evaluate some of the models appropriate to teaching particles at Key Stage 3

• To illustrate an approach to using the particle theory in teaching about some observed phenomena

• To apply an understanding of particle theory in teaching Key Stage 3 science, including ideas and evidence and contemporary science issues

• To suggest a range of practical work and other teaching and learning activities relating to particle theory appropriate to Key Stage 3

• To enhance participants’ knowledge and understanding of the key scientific idea of particles

• To determine priorities and actions for follow-up in school

Slide 1.2


Developing an understanding of particle theory

Objectives for session 1• To explain why particle theory is a key scientific

idea• To explain that the yearly teaching objectives set

out progression in developing an understanding of particle theory

• To relate the yearly teaching objectives to a teaching methodology

Slide 1.3a


Developing an understanding of particle theoryBy the end of this session participants should:• know that an understanding of particles is fundamental to

learning science• be aware of the yearly teaching objectives for particles

and the progression within them• know that models for particles need to be taught explicitly

and that pupils regularly need to apply these to explain their observations

• know there is a four-stage method for using models in teaching about particles

• have identified one significant change they will make to their teaching

Slide 1.3b


Understanding particle theory

For pupils to understand the particle theory properlywe need to:• teach a simple model• challenge pupils to use the model to explain what

they observe

Slide 1.4


Task A Using particle models to explainphenomena

• Find handout 1.5.• Add your suggestions of other phenomena that

pupils could explain with the models used in each year group.

Slide 1.5


Using models in science


Developing pupils’ models

We should not make assumptions that pupils see things as we do.We need to help pupils visualise ideas.We need to build pupils’ pictures of the world step by step.One model cannot explain everything; models sometimes break down.

Slide 1.6


A strategy for using models and analogies

Using models and analogies as a teachingapproach(The four-stage method)• Teach the model explicitly.• Test the model by applying it.• Challenge the model.• Increase sophistication if necessary.

Slide 1.7


Encouraging pupils to identify the strengths and weaknesses in a model

Discuss the model and encourage pupils to:• identify what each part represents;• think about the strengths and weaknesses; what

it can explain, what it cannot explain;• suggest improvements for the model.Provide models created by others that areproblematic and encourage pupils to:• identify limitations of the model;• consider what misconceptions it might generate.Slide 1.8


Plenary for session 1

Objectives for session 1• To explain why particle theory is a key scientific

idea• To explain that the yearly teaching objectives set

out progression in developing an understanding of particle theory

• To relate the yearly teaching objectives to a teaching methodology

Slide 1.10a



By the end of this session participants should:• know that an understanding of particles is fundamental to

learning science• be aware of the yearly teaching objectives for particles

and the progression within them• know that models for particles need to be taught explicitly

and that pupils regularly need to apply these to explain their observations

• know there is a four-stage method for using models in teaching about particles

• have identified one significant change they will make to their teaching

Slide 1.10b


Session 2

Using the key scientific idea of particles to explain physical events: Year 7

Slide 2.0


Year 7 introduction

Objectives for session 2• To introduce and evaluate some of the models

appropriate to teaching particles in Year 7• To suggest a range of appropriate practical work

and other teaching and learning activities• To illustrate an approach to using the particle

theory in teaching about some observed phenomena

• To apply particle theory to a contemporary science issue

Slide 2.1a


Year 7 introduction

By the end of this session participants should:• know some of the misconceptions about

materials held by many pupils early in Key Stage 3 and be able to suggest a way to counter these

• know a range of modelling explanations of phenomena appropriate to Year 7 and appreciate some of their strengths and limitations

Slide 2.1b


Task B Response to pre-unit task

• Retrieve your pre-unit task.• In pairs identify any misconceptions

demonstrated by the pupils.

Slide 2.2


Development of ideas in Year 7

• The substance and size of the particles in a solid, a liquid and a gas of one material are the same.

• Heating a material makes its particles move faster as the temperature rises.

• The arrangement and motion of the particles change with a physical change of state.

• Particle theory can explain melting, evaporation, freezing, condensing, diffusion, pressure and the conservation of mass in dissolving.

• Solid and liquid substances dissolve more quickly with increasing temperature.

Slide 2.3


Using particle theory to explain observed physical phenomena

Diluted milk under a microscopeCan you explain the appearance and movement of the milk?

Slide 2.4

Dave Walker, Microscopy – UK; http://www.microscopy-uk.org.uk/dww/home/hombrown.htm


Using particle theory to explain observed physical phenomena

Scanning tunnelling microscope image of platinum particles

Slide 2.5Source: http://www.omicron-instruments.com/xamples.html


Task C Concept cartoon pro-forma

• Retrieve handout 2.7, the concept cartoon pro-forma.

• Work in pairs.• Suggest your ideas for movement of the blobs.• Write these in the speech bubbles.• In groups of four discuss strengths and

limitations.• Write these on sticky notes.• Place these on the poster.Slide 2.6


Task D Using role-play to demonstrate ideasof particle theory and address commonmisconceptions

• Pupils have misconceptions about changes in materials.

• Several of these misconceptions are quite common.

• Use role-play to model particles.• Retrieve handouts 2.9 and 2.10.

Slide 2.8


Examples of phenomena taught in the Year 7 yearly teaching objectives• Solids and liquids are much less compressible than

gases• Heating causes expansion in solids, liquids and gases• Air exerts a pressure• Why there are changes of state• Why mass is conserved when substances dissolve to

form solutions• Why saturated solutions form• Why temperature increases are likely to result in

substances dissolving more quicklySlide 2.11


Task E Using particle theory to explain practical demonstrations

• Collapsing plastic bottle• Egg in a bottle• Chromatography of water-soluble felt pen inkSuggest particle model explanations for one ofthese.

Slide 2.13



Modelling the solubility of a dissolved gas as water heats up due to global warming or local power station outlets• Use your knowledge of particles to model a gas

in a solution.• Decide on its strengths and limitations.• Be prepared to share these with others in your

group.

Slide 2.14



Objectives for session 2• To introduce and evaluate some of the models

appropriate to teaching particles in Year 7• To suggest a range of appropriate practical work

and other teaching and learning activities• To illustrate an approach to using the particle

theory in teaching about some observed phenomena

• To apply particle theory to a contemporary science issue

Slide 2.15a



By the end of this session participants should:• know some of the misconceptions about

materials held by many pupils early in Key Stage 3 and be able to suggest a way to counter these

• know a range of modelling explanations of phenomena appropriate to Year 7 and appreciate some of their strengths and limitations

Slide 2.15b


Session 3

Teaching about different kinds and sizes of particles: Year 8

Slide 3.0


Year 8 ideas, models and analogies

Objectives for session 3• To introduce and evaluate some of the models and

analogies appropriate to teaching the key scientific idea of particles in Year 8

• To suggest a range of appropriate practical work and other teaching and learning activities

• To enhance participants’ background knowledge and understanding of the key scientific idea of particles

• To illustrate an approach to using particle theory in teaching about digestion

• To use atoms, elements, molecules and compounds as a context to teach about ideas and evidence

Slide 3.1a


Year 8 ideas, models and analogies

By the end of this session participants should:• know a range of models and analogies appropriate to Year 8

and appreciate some of their strengths and limitations• know some of the more common misconceptions about

elements and compounds and be able to suggest a way to counter at least one of these

• have a method of adapting their teaching about digestion to build upon pupils’ understanding about particles

• understand some of the changing ideas about atoms, elements and compounds and some of the evidence that supported these ideas

• have a range of teaching and learning activities upon which they can draw

Slide 3.1b


Development of ideas in Year 8

• There are different types and sizes of particles• The atom as the basic building block• Molecules as groups of atoms• Elements and compounds• Representation by symbols and formulae• Interaction between atoms or molecules in

chemical reactions

Slide 3.2


Elements or mixtures?

Slide 3.3


Compound or mixture?

Slide 3.4


Task F Examining some physical particle models for elements and compounds

• Try out one type of model.• Decide on the strengths and limitations.• Write these on sticky notes.• Stick your notes on the poster.

Slide 3.6


Task G Using appropriate teaching and models to address misconceptions

• Find handout 3.7.• Work on one misconception.• Decide how you would overcome it.• Briefly record your teaching sequence.

Slide 3.7


Alternative method of teaching digestion and absorption

Emphasising the role of particle size to improve understanding of digestion• Find handout 3.8.• Skim read items 1–4 on page 1 of the handout.• Study item 5 onwards of the handout.

Slide 3.8


Task H Predicting the digestion of starch

How can this approach to preparing for practical work aid pupils’ understanding of the process of digestion?

Slide 3.9


Task I Comparing other models of digestion

• Try out one of the suggested models from item 9 on handout 3.8.

• Decide on its strengths and limitations for learning and management.

• Be prepared to share these with others in your group.

Slide 3.10


Task J Changing evidence and ideas about particles

• Find handout 3.11, which traces some of the changing ideas about atoms and molecules.

• Find the evidence cards which list some of the evidence that led to these ideas.

• Match each evidence card to the idea or theory that it supported.

Slide 3.11


Summary

Practical work to illustrate the formation of compounds from elementsPoints to emphasise:• compounds need not resemble their constituent

elements• elements are not easily separated again• no new matter is created• names of the compounds usually signify the

constituent elements• elements combine in fixed proportions (unlike

mixtures)Slide 3.13



Objectives for session 3• To introduce and evaluate some of the models and

analogies appropriate to teaching the key scientific idea of particles in Year 8

• To suggest a range of appropriate practical work and other teaching and learning activities

• To enhance participants’ background knowledge and understanding of the key scientific idea of particles

• To illustrate an approach to using particle theory in teaching about digestion

• To use atoms, elements, molecules and compounds as a context to teach about ideas and evidence

Slide 3.14a



By the end of this session participants should:• know a range of models and analogies appropriate to Year 8

and appreciate some of their strengths and limitations• know some of the more common misconceptions about

elements and compounds and be able to suggest a way to counter at least one of these

• have a method of adapting their teaching about digestion to build upon pupils’ understanding about particles

• understand some of the changing ideas about atoms, elements and compounds and some of the evidence that supported these ideas

• have a range of teaching and learning activities upon which they can draw

Slide 3.14b


Session 4

Using particle theory to improve understanding of chemical reactions: Year 9

Slide 4.0


Introduction to Year 9 ideas

Objectives for session 4• To demonstrate some practical approaches to

teaching about chemical reactions and conservation of mass in Year 9

• To explore ways of improving understanding about chemical reactions and equations

• To enhance participants’ background knowledge and understanding of particles associated with Year 9


Slide 4.1a


Introduction to Year 9 ideas

By the end of this session participants should:• have experienced a range of modelling systems

and be aware of some of their strengths and limitations

• be aware of several demonstrations they can use to illustrate conservation of mass

• be more confident in teaching about conservation of mass, equations and displacement

• have selected several actions for follow-up at school

Slide 4.1b


Year 9 teaching about particles

Year 9 teaching about particles includes:• chemical reactions and particle rearrangements• conservation of mass• using chemical equations and predicting

reactions• types of chemical reactions, e.g.

– neutralisation– displacement– reactions of metals

Slide 4.2


Teaching about the conservation of mass

Demonstrations to illustrate conservation of mass• Find handout 4.4.• Observe the demonstration.• How reliable are the measurements? How could

you use this as a teaching point?

Slide 4.4


Task K Modelling conservation of matter

Possible models• cards• computer animations• drawings• flicker books• plastic bricks• molecular models

Slide 4.6


Instructions for task K

Use the given modelling systems to represent one or more of the following combustion reactions:

C + O2 → CO2

2H2 + O2 → 2H2O

CH4 + 2O2 → CO2 + 2H2O

Record your evaluations as bullet points on handout 4.5.When complete, circulate around the other models.Slide 4.7


Time lapse sequence of silver crystal growth


Task L Reaction between copper and silver nitrate

copper + silver nitrate → copper(II) nitrate + silver

Cu + 2AgNO3 → Cu(NO3)2 + 2Ag

Identify the particles represented on handout 4.12. Annotate the diagrams to explain what is happening.

Slide 4.11


Before

Slide 4.13

For simplicity the water particles (molecules) are not shown

Silver particles moving in the silver nitrate solution

Nitrate particles moving in the silver nitrate solution

Copper particles (atoms) in solid copper


After

Slide 4.14

For simplicity the water particles (molecules) are not shown

Some copper particles havedissolved and are moving in the

solution (now copper nitrate solution)

Nitrate particles have not changed and remain in the solution

Silver particles (atoms) have been displaced from solution and now

form a crystal of solid silver



Objectives for session 4• To demonstrate some practical approaches to teaching

about chemical reactions and conservation of mass in Year 9

• To explore ways of improving pupil’s understanding about chemical reactions and equations

• To enhance participants’ background knowledge and understanding of particles associated with Year 9


Slide 4.15a



By the end of this session participants should:• have experienced a range of modelling systems

and be aware of some of their strengths and limitations

• be aware of several demonstrations they can use to illustrate conservation of mass

• be more confident in teaching about conservation of mass, equations and displacement

• have selected several actions for follow-up at school

Slide 4.15b

Key Stage 3 National Strategy Strengthening teaching and learning of particles in Key Stage 3...

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